Abstract [en]

Learning techniques, approaches to learning and motivation have a great impact on pupils’exam results. This study has focused on mapping what resources pupils prefer when studyingto a test, and if any connection can be traced between their preferences for resources andtheir exam result. The study has also included tracing connections between motivationalfactors and exam results.The resource that the pupils preferred the most was practice problems. The resource thatshowed the strongest link with the exam result was scheduled homework help. Pupils whopreferred homework help tended to perform worse on the exam.The motivational factor that showed the strongest link with the exam result was about howpupils react to poor exam results. An interpretation of this is that pupils who did not feel thatthey could control their result, and believed that the result depended on factors not possibleto affect, tended to perform worse on the exam. The study also indicated that pupils whobelieve in their own ability tend to perform better.The study did not display any obvious connection between preference for resources andexam result, which is in line with existing research in the area. Existing research shows that itis rather the pupil’s learning approach level that is decisive; if the pupil is learning on surfaceor deep level. Interviews carried out with pupils during this study strenghtens this image.